Defectology. Development of the domestic scientific school's traditions

The article presents the results of research of the behaviour of mothers and their prematurely born infants with 5 stage premature retinopathy in interaction situations. Features of space organization and interaction distance setting, the communication initiation ways are analyzed. Options of the mothers' communicative actions are considered, specificity of the blind premature infants' behaviour in their interaction with a close adult is described, phenomenology of the behaviour patterns of blind prematurely born infants in various communication situations is presented.

The article covers one of the aspects of research of the communication between a mother and her infant with Down's syndrome, in particular the phenomena of the child's communication. The purpose and directions of the correctional work for overcoming the communication development problems in this dyad are determined.

The article is written based on the results of research of the structure and content of the teachers' ideas about their professional work and orphan infants with Down's syndrome. The published material touches upon the problem of professional training and advanced training of orphanage teachers.

The article describes the reasons of an insufficient professional competence of the teachers in a specialized orphanage and the work experience in development of the person-oriented interaction of adults with orphan infants suffering from an organic lesion of the central nervous system.

The article presents an experience of conducting music lessons with children having complex development abnormalities. The role of development of the sense of rhythm in children as a basis for improving the state of impressive and expressive speech and, as a result, the child's adaptation in a peer group and regulation of his or her own behaviour is described. A neuropsychological approach to the assessment of the child's state and the changes occurring to him or her as a result of work of a professional team was used as an analysis tool.

The article presents the main directions and content of the work with implanted children at the initial rehabilitation stage. Four sessions in the deaf education teacher's work in relation to a child with cochlear implantation and his or her relatives are determined. The main indicators of development of the emotional interaction with a child with cochlear implantation on a new sensory basis and the indicators of each session's and the entire initial rehabilitation stage's completion are suggested. The author gives special attention to the importance of the work of parents with her child that allows changing the further life of the child. The examples confirming transition of a child with cochlear implantation to the way of natural communication and speech development are presented. The article is intended both for experts engaged in rehabilitation of children after cochlear implantation and for parents of hearing-impaired children.

Specificity of mental development aberrations in case of autism is connected with a disturbance in affective development determining the direction of development of the child's interaction with people and environment as a whole. For normalization of the affective development, the emotional-and-comprehension approach is suggested. It requires establishing an emotional contact with the child and involving him or her in interaction with a shared experience and understanding of what happens. Development in an emotional community with a close adult allows the child to become more resilient, active and interested. Shared understanding and organization of life experience give the child more freedom and constructiveness in his or her contacts with environment, an opportunity to progress in his or her cognitive development.

The article discusses the stereotypic autostimulation functions as a means of self-control of autistic children. It is demonstrated that it serves a child for compensation of the lack of impressions necessary for stabilization of his or her psychic tone and shielding from unpleasant, frightening impressions. Problems and correctional approaches in the work with the child's stereotypic actions are formulated and described. Using a concrete example, it is demonstrated that they can be used for establishing an emotional contact and involving an autistic child in a joint play. Necessary conditions of a considerable decrease of the child's need in mechanical autostimulation are described.